This study integrates the educators digital competency (DC), as an individual characteristic construct of the task-technology fit (TTF) theory, to examine a better fit between Moodle using and teaching task, and to investigate its effect on both Moodles utilization and their task performance. For assessing our proposed hypotheses, an online survey was conducted with 238 teaching staff from different departments of universities in Malaysia. Using Structural Equation Modelling (SEM), our analysis revealed that all the proposed components (i.e., technology literacy, knowledge deepening, presentation skills, and professional skills) of digital competency significantly influenced the TTF. The Task-Technology Fit was also found as an influential construct, which positively and significantly affected both Moodles utilization and teachers task performance. Besides, Moodles utilization was confirmed to be a substantial determinant of the performance impact. In the end, this study included limitations and future directions based on how the study's contribution can support academics and practitioners for assessing and understanding what particular components of digital competency impact TTF, which in turn may influence the systems utilization and performance impact.
翻译:这项研究将教育者数字能力(DC)作为适合任务技术(TTF)理论的个体特征,结合了教育者数字能力(DDC)作为适合任务技术(TTF)理论的个体构件,审查Moodle使用和教学任务之间的更适当性,并调查其对Moodles利用及其任务业绩的影响;为评估我们拟议的假设,马来西亚大学不同系的238名教学人员进行了一次在线调查;利用结构等同模型(SEM),我们的分析显示,数字能力的所有拟议组成部分(即技术知识、知识深化、演示技能和专业技能)都对TF产生了重大影响; 任务技术适用也被视为具有影响力的构件,对Moodles利用和教师任务业绩都产生了积极和重大影响;此外,Moods利用被确认是影响业绩影响的一个重大决定因素;最后,这项研究包括限制和今后的方向,根据研究的贡献如何支持学术界和从业人员评估和了解数字能力专题信托基金的具体组成部分,这反过来可能影响系统利用和业绩影响。